Robyn wants to place a television set 8ft from her lounge chair. Can the other two distances shown be 5ft and 9ft? Identify the answer with the correct explanation.

Answer:

25

Step-by-step explanation:

make an equation

100+5x=225

solve for your x

5x=125

x=25

Answer:

25 classes

Step-by-step explanation:

225 - 100 = 125

125/5 = $25

Answer:

3 angles?

Step-by-step explanation:

Answer:

E

Step-by-step explanation:

It has 4 lines I think

Please mark brainliest!

Answer:

D-I believe its the square

Step-by-step explanation:

because a square has four lines of symmetry and the other one have less than four

Answer:

y = 2x

Step-by-step explanation:

For every inch there is 2 feet

9514 1404 393

Answer:

  a) 18/6 = b/4 = r/5

  b) b = 12, r = 15

Step-by-step explanation:

a) The proportion will simply state the fact that the ratio of shirt dimension to logo dimension is the same for all. We'll use 'b' for the bottom dimension and 'r' for the upper right dimension. Then the proportions are ...

  shirt/logo = 18/6 = b/4 = r/5

__

b) In each case, multiply by the denominator to find the value of the variable.

  3(4) = b = 12

  3(5) = r = 15

The bottom dimension is 12 cm; the top right dimension is 15 cm.

Answer:

2/3

Hope that helps!

Answer: 18.75 for each girl

Step-by-step explanation:

First you take the unit rate 2.50 multiply by 5.

2.50 x 5 = 12.50

12.50 x 3 = 37.50

37.50 / 2 = 18.75

Answer:

What is the length of the BC line? It is not clear in the figure

Answer:

x=1

Step-by-step explanation:

as the two triangles are similar

So the equation is

5+x/12=5/10

50+10x=60

10x=60-50

10x=10

x=10/10

therefore

x=1

Answer:

line graph i think

Step-by-step explanation:

i'm not sure, i don't even know but i tried

The line graph is best display the change over time to determine the change in the number of cars sold per month at a local car dealership.

The equation of line in point-slope form passing through the points

(x₁ , y₁) and (x₂, y₂) with slope m is defined as;

⇒ y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

We have to given that;

Kelsey is trying to determine the change in the number of cars sold per month at a local car dealership.

Now, We know that;

The line graph is best display the change over time.

Hence, The line graph is best display the change over time to determine the change in the number of cars sold per month at a local car dealership.

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Answer:

5/8

Step-by-step explanation:

Answer:

4.265

Step-by-step explanation:

893,76/  0,21=  4.265

Answer:

y should be less then or equal to 3

Step-by-step explanation:

happy thanksgiving

Answer:

61

Step-by-step explanation:

Answer:

6x2+2x+4

Step-by-step explanation:

6x^2 has no like terms

3x -x = 2x

8 - 4 = 4

6x^2 + 2x + 4

Answer:

its simple ans is 1.2 acres

Answer:

30

Step-by-step explanation:

First do 25/20 to get the proportional rate which is 1.25

then multiply 24 by 1.25 to get 30

The missing length PQ must be 30 for the two figures to be similar.

For two figures to be similar, their corresponding sides must have proportional lengths. Lets denote the two given quadrilaterals as PQRS and ABCD. To find the missing length PQ, we need to determine the proportional relationship between the corresponding sides of Quad PQRS and Quad ABCD.

The corresponding sides are:

PQ and AB

QR and BC

RS and CD

PS and AD

Since Quad PQRS ~ Quad ABCD, we can set up proportions for the corresponding sides:

[tex]\(\frac{{PQ}}{{AB}} = \frac{{QR}}{{BC}} = \frac{{RS}}{{CD}} = \frac{{PS}}{{AD}}\)[/tex]

Given:

QR = 25

RS = 25

AB = 24

BC = 20

DA = 28

Let's use the proportion [tex]\(\frac{{PQ}}{{AB}} = \frac{{QR}}{{BC}}\)[/tex] to find PQ:

[tex]\(\frac{{PQ}}{{24}} = \frac{{25}}{{20}}\)[/tex]

Cross-multiply to solve for PQ:

[tex]\(PQ \times 20 = 24 \times 25\)\\\\\(PQ = \frac{{24 \times 25}}{{20}}\)\\\\\(PQ = 30\)[/tex]

Therefore, PQ must be 30 for the two figures to be similar.

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Answer:

8/15

Step-by-step explanation:

Given that school A has 600 students and school B has 900 students.

As in School A, 1/3 of the children attend the after-school program.

So, the number of students in school A, who attend the after-school program, n_A= 1/3 x 600 = 200.

As in School B, 2/3 of the children attend the after-school program.

So, the number of students in school B, who attend the after-school program, n_B= 2/3 x 900 = 600.

Total number of elementary school students in the county who attend the after -school program= n_A +n_B = 200 + 600 = 800.

Total number of elementary school students in the county,

N = 600+900=1500

Hence, the fraction of elementary school students in the county who attend the after-school program = 800/1500 = 8/15.

Answer:

Hey Jeffrey i got to ur school...

lol

Step-by-step explanation:

C

Answer:

Step-by-step explanation:

monster

Answer:

A: cos x

B: cos y

C: tan y

Step-by-step explanation:

The missing value of A, B and C are as follow:

A: cos x

B: cos y

C: tan y

The area of mathematics that deals with particular angles' functions and how to use those functions in calculations. There are six popular trigonometric functions for an angle. Sine (sin), cosine (cos), tangent (tan), cotangent (cot), secant (sec), and cosecant are their respective names and acronyms (csc).

Given:

sin (x-y)/ cos (x- y)

Step 2:

= sin x cos y + cos x sin y / cos x cos y - sin x sin y

Step 3:

= (sin x cos y + cos x sin y) / cos x cos y ÷ ( cos x cos y - sin x sin y ) / cos x cos y

step 4:

= sin x cos y/ cos x cos y + cos x sin y / cos x cos y ÷

  (cos x cos y / cos x cos y - sin x sin y / cos x cos y)

Step 5:

= tan x + tan y / 1- tan x tan y

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Answer:

yummy

Step-by-step explanation:

Answer:

12+12= 24

Step-by-step explanation:

Answer:

given us,

n=4

here

3^-n+1-3^-n+2

3^-4+1-3^-4+2

-4+1-4+2

-5

Step-by-step explanation:

we can put value in n .we can power add and subtract then we can cut 3 then power we can add or subtract

Answer:

Rise/run or y=mx+b

Step-by-step explanation:

Answer:

thanks man i really needed points

Step-by-step explanation:

Answer:

i really need it

Step-by-step explanation:

thanks for the points

Step-by-step explanation:

5/4+(12/4_1/2)^2

5/4+((12_8)/4)^2

5/4+1

9/4

Answer:

[tex]\frac{3}{2}[/tex]

Step-by-step explanation:

Given

[tex]\frac{5}{4}[/tex] + 4 ([tex]\frac{3}{4}[/tex] - [tex]\frac{1}{2}[/tex] )²

= [tex]\frac{5}{4}[/tex] + 4 ([tex]\frac{1}{4}[/tex] )²

= [tex]\frac{5}{4}[/tex] + 4 × [tex]\frac{1}{16}[/tex]

= [tex]\frac{5}{4}[/tex] + [tex]\frac{1}{4}[/tex]

= [tex]\frac{6}{4}[/tex]

= [tex]\frac{3}{2}[/tex]

Answer:

1 for both slope and rate of change

Step-by-step explanation:

Slope is another word for the rate of change of y with respect to x.

Answer:

11 + m > -23

Step-by-step explanation:

Answer:

m > -34

Step-by-step explanation:

1 - Translate words to math

The sum of 11 and m

11 + m

is greater than -23

> -23

Therefore our inequality is;

11 + m > -23

2 - Solve it algebraicly

Although we dont use this rule here its good to know.

Unless we divide or multiply by negatives our inequality symbol stays the same. If that rule applies we flip the inequality (i.e. > to < and vice versa)

Now with that out of the way we can fully simplify our inequality as long as we know it works like an equality.

11 + m > -23

-11           -11

      m > -34

So with this in mind we know our m value is greater than all numbers greater than -34 which is written as m > -34

Hope this helps :)

Answer:

Options (A) and (D)

Step-by-step explanation:

We can write the given division as,

[tex]\frac{2x^2+6x-8}{x+5}=2x-4+\frac{12}{x+5}[/tex]

Option (A)

When (2x² + 6x - 8) is divided (x + 5), the remainder is 12.

True.

Option (B)

When (2x² + 6x - 8) is divided (x - 5), the remainder is 12.

False.

Option (C)

When x = 5,

2x² + 6x - 8 = 12

2(5)² + 6(5) - 8 = 50 + 30 - 8

                        = 72

False.

Option (D)

When x = -5,

2(-5)² + 6(-5) - 8 = 50 - 30 - 8

                          = 12

True.

Option (E)

(x - 5) is a factor of 2x² + 6x - 8

If (x - 5) is a factor value of 2x² + 6x - 8 should be zero.

False.

Option (F)

(x + 5) is a factor of 2x² + 6x - 8

If (x + 5) is a factor then by substituting x = -5 in the expression value should be zero.

But the value is 12.

False.